IJAR.2022.288
Type of Article: Original Research
Volume 11; Issue 1 (March 2023)
Page No.: 8564-8569
DOI: https://dx.doi.org/10.16965/ijar.2022.288
Jigsaw Method of Interactive Teaching to Unpuzzle Neuroanatomy
Rahe Rajan *1, M.R.Renuka Devi 2, Jinu Merlin Koshy 3, Durga Devi G 4, W.M.S. Johnson 5, Krishnaveni S 6.
*1 Associate professor, Anatomy, Sree Balaji Medical College and Hospital, Chennai, India. ORCiD https://orcid.org/0000-0002-0487-0412
2 Professor, Physiology, Sree Balaji Medical College and Hospital, Chennai, India. ORCiD – https://orcid.org/0000-0003-0675-2900
3 Associate professor, Anatomy, Sree Balaji Medical College and Hospital, Chennai, India https://orcid.org/0000-0002-2072-6576
4 Associate professor, Anatomy, Sree Balaji Medical College and Hospital, Chennai, India. ORCiD – https://orcid.org/0000-0003-1852-8711
5 Professor of Anatomy, Sree Balaji Medical College and Hospital, Chennai, India. ORCiD – https://orcid.org/0000-0002-2522-3783
6 Associate professor, Anatomy, Sree Balaji Medical College and Hospital, Chennai, India. ORCiD: https://orcid.org/0000-0001-7714-5804
Corresponding Author: Dr Rahe R, Associate Professor, Department Of Anatomy, Sree Balaji Medical College And Hospital, NO:7, CLC Works road, Chrompet, Chennai, Tamil Nadu, India 600044. Phone no: 9944072470 E-Mail: drrahee12@gmail.com
ABSTRACT
Introduction: Student driven interactive methods of teaching are a major part of andragogy, which drives them to professional competency. Jigsaw method is one such interactive teaching modality which fosters self-directed learning and peer interaction. The aim of this study is to access the effectiveness of Jigsaw method of interactive teaching qualitatively and quantitatively among 1st year MBBS students.
Materials and methods: this study was done in 1st year medical students. The students were exposed to jigsaw method of interactive teaching in small groups and the program was evaluated by assessing the short and long term memory of the students. Feedback also was obtained from the students.
Results: There was a statistically significant difference in the mean scores as compared to traditional teaching methods. The perception of students also showed promising results. Discussion: there have been many studies on student perception on such interactive teaching methods which revealed that the students were showing better academic performances. A few studies like the present one, on quantitative assessment of students score after Jigsaw method of interactive teaching has also shown good results. Conclusion: the jigsaw method of interactive teaching encourages student participation and enhances self directed learning and peer assisted learning.
KEY WORDS: Neuroanatomy, jigsaw, peer learning, androgogy.
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